Asocopi Newsletter March 2007

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A S O C O P I

newsletterASOCOP I- Calle 25 No. 32-32 1er piso. Bogot, Colombia - Tel/fax: (571)2444167 e-mail:asoc [email protected] - www.asocopi.org

March 2007

Dear ASOCOPI members, friendsand stakeholders,

Weare glad to share with you thelatest news of the Association inregards to its governmental andadministrative organization. Asyou might know, the GeneralAssembly of ASOCOPI, heldduring the 41st ASOCOPI Annual

Conferencethat was carried outfrom October 13-16, 2006, inIbagu, brought some changes totheBoard of Directors of theAssociation.

Afteracomprehensivereportgivenbytheformer BOD members concerning theacademic, financial, and administrativematters during the last year, a newstructure for the Board of Directors waspresented to the current ASOCOPImembers attending the assembly. In

accordance with the ASOCOPI by-laws,andafterhearing theprofessional profilesand proposals of the people who werenominated,members votedandacceptedthefollowing professors to be part of theBoard ofDirectors:

AdrianaGonzlezfromtheUniversidad deAntioquia, who will serve as ASOCOPISecretary

NancyVillamizarfromtheInstituto TcnicoMercedes Abrego, who will serve asASOCOPI Spokesperson

GabrielObando fromtheUniversidad deNario, who will serve as ASOCOPI Vice-President

Carlos Rico from the UniversidadJ averiana, Bogot, who will serve asASOCOPI Treasurer

Melba Libia Crdenas from theUniversidad Nacional, Bogot, who willserveasASOCOPI President

The new Board of Directors reaffirms itscommitmentto the Colombian academiccommunity in the area of ELT and totallysupports theoriginalmissionstatementofthe association. In order to fulfil theobjectives of ASOCOPI, youare cordiallyinvited to continue supporting theendeavours thathave beenmade duringthe last years and that have helped the

association become stronger and morerecognized as anacademic, serious andparticipativeprofessionalorganizationaswellasarelevantandimportantspacethatpromotes scholarship, programs,research, materials, academic debates,and initiatives.

I also want to welcome Professor AlvaroQuintero, of the Universidad Distrital

FranciscoJ osdeCaldas, who haskindaccepted to edit our newsletter. Hsupporthas beenevidentas a memberthe HOW J ournal Advisory Board, aspresenter in several ASOCOconferences, and as oneoftherevieweof the academic committee in chargetheevaluationofproposalssenttoourlatwo conferences.

Finally, theBoard ofDirectors,onbehalftheAssociation,wants tothanktwopeopwho were and hopes they will continto be vital in the making of the curreposition of ASOCOPI in the academpanorama. These people are RicarRomero and Rigoberto Castillo, wh

comprised partof the board of Directofor several years and devoted endlehours totheenrichmentand bettermentthe ELT of ASOCOPI. Their commitmeand contributions are very muappreciated.

ASOCOPI will keep on offeriopportunities for teacher professiondevelopmentthrough the organizationconferences and seminars as well through the publications that hatraditionally been relevant references

Colombian teachers of English, nameHOW J ournal, ET Forum and ASOCONewsletter. In addition, you areinvitedvisittheASOCOPI websiteinorderto leaabout other events, the Special IntereGroups, how to become an ASOCOmemberandotherinterestinginformatio

Best wishes, Melba Libia CrdenaASOCOPI President

Letter from the President


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FromOctober 13-16, 2006, the41st ASOCOPI Annual

Conference took place in thebeautiful city of Ibagu,Colombia. The ChampagnatSchool offered its campus forover 900 participants to enjoythe different activitiesprogrammed during this event,which validated the ASOCOPIConvention as the biggest andmost important forum inColombia for the ELTcommunity.

The main topic of the conferenceLanguage Policies and ClassroomLanguage Policies and ClassroomLanguage Policies and ClassroomLanguage Policies and ClassroomLanguage Policies and ClassroomRealities: Bridging the GapRealities: Bridging the GapRealities: Bridging the GapRealities: Bridging the GapRealities: Bridging the Gap wasdeveloped during the 4-day event in 10plenarysessions, 2panelsessions, 1co-plenarysession, and over 70workshopsand awareness presentations, whichstructured the academic program.Additionally, therewereinterestingculturalactivities suchas theplayPirates Islandby The Argentine theatre troupe, The

Performers, aswellasthepresentations ofnativemusicalgroups anddances, which

introduced participantsto thecultureandtraditions of El Tolima, a central part ofColombia.

The conference served as a forum fordifferent actors involved in Colombianlanguage policies to present theirviewpoints withregards totheapplicationof national programs to the classroomrealities present in our country. Ata timewhen the National Bilingual Program isbeing implemented andthestandards forForeignLanguagesarelaunched,plenarysessions, concurrent sessions and,particularly, the panels at ASOCOPIConferencepresentedthepros and consof the official plans for achievingbilingualism inColombia.

Inorder to fulfil theaimof theconferencetobeaforumfordifferentperspectives,thefollowingColombianspeakerspresentedtheirviews inplenarysessions: MelbaLibiaCrdenas (Universidad Nacional deColombia); RicardoRomero (CambridgeUniversity Press); Rosa Maria Cely(PlanNacionaldeBilingismo);AlvaroQuintero

(Distrital University); Adriana Gonzlez(Universityof Antioquia);AidaSalamanca(British Council consultant); and SilviaValencia (University of Quindo). Mostplenary speakers were also invited toanswer the questions asked byparticipants during the panels withregards to the implementation of thebilingualismprogram.

Report on the 41stAnnual Conference

On theotherhand, international speakesuch as Edythe J ohnson Holub(sponsored bythe U.S Embassy), J en

Dooley(Express Publishing), ManueldSantos (McGraw-Hill), ArlenGargaglia(Cambridge University Press), J oEllSimpson (Richmond), Nick Perki(Pearson) and Costas Pexos (MPublications)alsoenrichedtheconferenwith topics as varied as teaching writinbrain-based studies applied to languateaching and learning, cooperatilearning, teaching grammar in conteamongothers.

The annual conference would not ha

beenas successful as itwas without tparticipationofthepublishing houses thfilled the20-stand areaofthebookexhand presented the latest materiatextbooks, books, programs atechnologies for teaching and learniEnglish.

Furthermore, this conference had impact on the governance of tAssociation since changes and nepositions intheNationalBoardofDirectowere presented during the AnnuASOCOPI Assembly. Abigthankyougoto Dr. Rigoberto Castillo who formed poftheBODforseveralyears and servedPresidentduringthelast9months.

The following is the new structure of tBoard:

Melba Libia Crdenas, UniversidNacionaldeColombia- President; GabObando, Universidad de Nario - ViPresident; Carlos Rico, UniversidJ avieriana - Treasurer; Adriana GonzleUniversidad de Antioquia - SecretaNancy Villamizar, Universidad FrancisdePaula Santander- Spokesperson

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The 41st ASOCOPI Annual Conferencereaffirmed the commitment of theColombian Association of Teachers of

English to the professional developmentofteachersas wellas to theimprovementof theteaching ofEnglishinColombia byoffering academicand widespaceswhereeveryoneinvolvedcanmakehis/hervoicebeheard. Learnmoreaboutthis eventandthe Association by visiting the websitewww.asocopi.org.

Wealso wantto inviteourcolleaguesfromColombia and other parts of theworld tosend their contributions to ournewsletteraswell asto How, ourannualjournal.

The following is the detailed report of theanswers given by attendees who

respondedtothegeneralevaluationsheetof the conference. We really appreciatetheir comments as they are vital in

maintaining the quality of the AnnualConferenceandindetectingtheareasthatstill need improvement:

Evaluation Criteria:

TA, TotallyAgree; A, Agree; D, Disagree; SD, StronglyDisagree; DK/NR: Do not Know / No Response.

Prior to the event:Prior to the event:Prior to the event:Prior to the event:Prior to the event:

- Completeinformationabouttheeventthatcouldbefoundinthewebsite.TA: 54,3%- A:40%- D:0%- SD: 2,9%- DK/NR:2,8%

- I learnedabouttheeventina timelymanner.DK/NR:0%- TA: 74,3%- A:25,7%-D:0%- SD:0%

- Theregistrationformwas easytofind

TA: 71,4%- A:28,6%- D:0%- SD: 0%- DK/NR: 0%- Iwas abletoregisterwithoutdifficulties

TA: 82,9%- A:17,1%- D:0%- SD: 0%- DK/NR: 0%

- The Central Office in Bogot responded to inqupromptlyand efficientlyTA: 42%- A:52%- D:6%- SD: 0% - DK/NR: 0%

During the event:During the event:During the event:During the event:During the event:

- OnsiteregistrationwasfastandefficientTA: 65,7%- A:28,6%- D:2,9%- SD: 0%- DK/NR:2

- Academic program contributed to my professiodevelopmentTA: 51,4%- A:40%- D:8,6%- SD: 0% - DK/NR:0%

- CulturalactivitieswereinterestingandfunTA: 45,7%- A:42,9%- D:8,6%- SD: 0%- DK/NR:2

- TheoverallprogramfulfilledmyexpectationsTA: 34,3%- A:51,4%- D:14,3%- SD: 0%-DK/NR:0

- The schedule was convenientandpresentationswpunctualTA: 20%- A:45,7%- D:28,6%- SD: 5,7%- DK/NR

- GenerallogisticsmetmyexpectationsTA: 22,9%- A:48,6%- D:28,5%- SD: 0%-DK/NR:0

- Thebookexhibitwaswellorganized

TA: 54,3%- A:37,1%- D:8,6%- SD: 0% - DK/NR:0- Volunteers wereeffectiveinsolvingmyproblemsTA: 28,6%- A:57,1- D:14,3%- SD: 0%-DK/NR:0%


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- ImprovethepracticeofEnglishlanguageteaching.

- Strengthenthesenseofidentityoflanguageteachersthroughmembershipinaprofessionalorganization.

- Promotetheexchangeofideas,resources,information,andexperiencesbetweenlanguageteachersonanationallevelaswellasataninternational level.

- Promotehighlevelsofeducationandprofessionaldevelopmentofuniversitystudents,inthefieldofforeignlanguageteaching.

- Provideopportunitiesofcontinuedprofessionaldevelopmentofteachers.

- Encourageresearchintheareaofforeignlanguageteachingandlearning.- Provideaforumfortheintroductionandexchangeofnewideasandpracticesandfortheproductionofeducationalmaterial.

- Encourageahighlevelofeducationandprofessionalismamongitsmembers.

- Provideaconsultativeandadvisoryroadinthedevelopmentofeducational innovations,EnglishforSpecialPurposes,AppliedLinguistics,MaterialDevelopment,andAcademicProgramsattheprimary,secondaryanduniversitylevels.

- Stimulatethecooperationofmutualsupportamonglanguageteachers.

- Organizesupportactivitiesforthedevelopmentandmaintenanceoflinguisticabilitiesofnon-nativestudentsandteachers.

A S O C O P I M i s s i o n S ta t e m e n tA S O C O P I M i s s i o n S ta t e m e n tA S O C O P I M i s s i o n S ta t e m e n tA S O C O P I M i s s i o n S ta t e m e n tA S O C O P I M i s s i o n S ta t e m e n t

Welcome to our first2007Newsletter!

lvaro H. QuinteroPolo, M.A., DistritalUniversity

From the Editor

Verygladlywe are presenting the ColombianELTcommunitywith this years firstASOCOPI

Newsletter. After our massive 41st ASOCOPIAnnualConferenceinthewarmcityofIbague,wehavebeenabletocompilesomeinformationthatboththereaders whoattended andthosewhocould notmake itto theConference mayfind useful as regards the conformationof thenewBoardofDirectors (BOD), theaddress ofthenewASOCOPI President, ProfessorMelbaLibia Crdenas; thesummariesoffiveplenarysessions that serve as pointers for reflectionandpracticekindlywrittenbytheirauthors,oneshortarticleon academicissues, thereportonthe evaluation of the last Conference, and

additionalinformationonevents, sponsors,andtheELTdirectory.

Lastly, we would like to acknowledge thecontribution of people and institutions thatappearinthis Newsletter. Wewouldalsoliketotake this opportunity to encourage everystakeholderofourAssociationtocontributetoour HOW J ournal or our Newsletter, makesuggestionsonourwebsite,andparticipateinour Special Interest Groups (SIGs). ThisconstitutesawayforASOCOPI tosuccessfullyrepresenttheinterests ofits members.

Sincerely,lvaroH.QuinteroPolo,M.A.,NewsletterEditor

Melba Libia CrdenasMelba Libia CrdenasMelba Libia CrdenasMelba Libia CrdenasMelba Libia CrdenasPresident

Gabriel Vicente ObandoGabriel Vicente ObandoGabriel Vicente ObandoGabriel Vicente ObandoGabriel Vicente ObandoVice-President

Carlos Rico TCarlos Rico TCarlos Rico TCarlos Rico TCarlos Rico TroncosoroncosoroncosoroncosoroncosoTreasurer

Adriana GonzlezAdriana GonzlezAdriana GonzlezAdriana GonzlezAdriana GonzlezSecretary

Nancy VillamizarNancy VillamizarNancy VillamizarNancy VillamizarNancy Villamizar

Spokespersonlvaro Hernn Quinterolvaro Hernn Quinterolvaro Hernn Quinterolvaro Hernn Quinterolvaro Hernn Quintero

EditorinChief

Csar Vivas ValderramaCsar Vivas ValderramaCsar Vivas ValderramaCsar Vivas ValderramaCsar Vivas ValderramaDesign, and Graphic Process

Edwin MartnezEdwin MartnezEdwin MartnezEdwin MartnezEdwin MartnezOfficeManager

Randal BarfieldRandal BarfieldRandal BarfieldRandal BarfieldRandal BarfieldReviewer

A S O C O P I

newslette


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The ProblemThe ProblemThe ProblemThe ProblemThe Problem

When a group of English as a

foreign language teachers wassurveyed as to what topic areasmost interested them, asurprising variety of Topic areasemerged. As with a growingnumber of ELT professionals,there is a continuing need fortraining and development.Many teachers, though wantingto expand their currentboundaries, have neither thetime, interest nor resources topursue a higher degree noreffectuate a full return to formaleducation.

The answer, inpart, maywellbeforsavvyadministrators to schedule a series ofwell-planned, in-depth English teachertrainingworkshops andseminars beyondwhat may be available locally orregionally from such organizations asTESOL (www.tesol.org), IATEFL

(www.iatefl.org), ASOCOPI(www.asocopi.org ), and the BritishCouncil (www.britishcouncil.org), amongothers. There are manyother options thatcould also be explored.

The TThe TThe TThe TThe Topicsopicsopicsopicsopics

The following are the key teachertrainingtopics which consistently emerge as

preferred areas of interest for progressiveeducators:

- Short Class Activities- Using Drama- EFL Learning Games- Vocabulary Development Techniques- Listening Comprehension- Using Short Stories- Giving Presentations- Creating Materials- Using Art & Pictures- EFL Teacher Certification- Using Songs- Writing Skills

The Need for INSETThe Need for INSETThe Need for INSETThe Need for INSETThe Need for INSET

Each area is pertinent in its own right andcare should be taken to provide anextensive varietyof themes in anyprogramof INSET (in-service training) that well-meaning administrators may undertake.

As standards for English LanguageTeaching develop and improve worldwide,increasing pressure on tenured teacherswill cause a growing need for in-houseteacher training programs that introducenew techniques and English language

teaching concepts as well as that updateEnglish teachers on new languageacquisition theories and reinforce soundlanguage teaching practices.

Additional TAdditional TAdditional TAdditional TAdditional Topics of Interestopics of Interestopics of Interestopics of Interestopics of Interest

Someadditionaltopicsofinteresttoalesser,but more experienced group of Englishlanguage teachers were these areas:

- Learning Disabilities- Virtual EFL Teaching- Preparing Evaluations

- Reading Comprehension

TTTTTraining Program Providersraining Program Providersraining Program Providersraining Program Providersraining Program Providers

Local universities may have programs experienced, Teacher Trainers availabNational and regional teachorganizations may also be called uponoffer recommendations for INSprograms and materials.

The Internet, TEFL websites liwww.tefl.com, www.eslbase.com anothers are also good sources for locatiprograms, materials and LanguaTraining Consultants who can provineeded input for teacher developmeinitiatives.

Finally, a stepped-up programof technicreading, ELT online forum participatiand in-house discussions can likewise of aid in upgrading the level of Engliteacher interest and involvement advanced training in ELT topics.

TTTTTrade Prade Prade Prade Prade Publications:ublications:ublications:ublications:ublications:

- Technology & Learning(www.techlearning.com)

- English Teaching Professional(http://www.etprofessional.com/)

- English Language Teaching Forum(http://www.eltforum.com/)

- ESL Magazine(http://www.eslmag.com/)

- Internet TESL Journal(http://iteslj.org/)

- Its-teachers(http://www.its-teachers.com/)

- Modern English Teacher online

(http://www.onlinemet.com/)- Oxford ELT J ournal(http://www.oxfordjournals.org/eltj/)

These options can assistyouinplanningpersonal improvement program. Thcould also aid in providing guidance fthe establishmentof a facultydevelopmeseries of Englishlanguage teacher trainiworkshops and seminars

FROM ELT PROFESSIONALS

LarryM. Lynch- Santiago deCaliUniversity

What English Teachers Want To Know

Key Teacher Development TopicsFor 2007


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preparationhas beenoneof themainconcernsineducationandthatithas beenused to gainpublicityin mass media or to attractmarkets.We need more opportunities to developprofessionally. Secretaras de educacin,universities, publishers, embassies, culturalagencies,and ASOCOPI, amongothers,haveinvested time andmaterials tocontributingtoteachers updating. Theyare notenough, butefforts havebeenrecognized.

Intheareaofteachereducation,wewillhavetogetinformationon teacher educationmodelsandactionsbeingimplementedinourcountry.Ourconferencewillgiveusthechancetoreflectupon how teachers and teacher educatorsperceive the design and implementation oflanguagepoliciesas well asthepreparationof

teachers.Somesessionswillraise thereasonsforusingexaminations;otherswillquestion the obsession forexaminations thatconcentrate on numbersrather than on alternativeassessmentand evaluation.Some presentations willillustrate how someuniversities are replicatinginternationalprogrammes indifferent Colombiancontexts;others willpresentexperiences thathavebeen

created and led by localacademics. Theseexperiences willexplainwhytheyconsiderthatweshouldgo beyond the perspectiveof training teachers to takeaninternationalexam.

ASOCOPI, intunewiththephilosophyofsocialresponsibility, caresfortheinclusionofdifferentperspectives. If we want to bridge the gapbetween language policies and classroomrealities,wehavetohearwhatprojectmanagersandpractitioners havetosay. Itisverylikelythatwe willnotend this conference withthe magic

formula to bridge that gap. But the differentplenaryand concurrentsessions are valuableforums toexplorethatpossibility.

ASOCOPI promotes academic discussion ofELTissues.Itisnotaboutinformationasregardswhatwe do and notbeing open to questions,constructivecriticismand recommendations.Donotgetupsetifotherpeopledonotshareoragreewithwhatyoudo, say,teach, investigate,orsell. Letuskeepinmind thatthearguments

forandagainstthescopeof policies,practicesandproductsdonotnecessarilyimplycriticism.Letusrememberthatcontradictionsaresignals

of other teachers concerns and interest tocontribute to the achievement of local andnationalgoals. Blamingcontradictors bysayingthattheydonotknowwhatwedo,thinkor sayorignoringthemshows youdo nothave solidevidence or arguments to engage in realacademicdebates.Orperhaps,thatwedonothave enough preparation. After all, we areteachers andstudents.Letus keepinmindthatotherviews andarguments mightbe basedonexperiences, research, publications, andparticipationindiverse projects.

I hopethis conferencegivesyouthechancetoexamine implications at different levels. I do

believethatinordertogainmore credibility andcollaboration in policy-making andimplementation,weshouldbearinmind thesocialorculturalbenefits languagepolicieshave, ratherthanonly the political andeconomical reasons thatare often used to justifywhatisbeingdoneorwhatisplannedtobe done.Weshouldalsobecarefulwith

the realcontextswe havefor language learning sothatwedonotcreatefalseexpectations.

Intheareaofimplications,itis fairtotalkaboutotherforeignlanguages.Iwould like to invite you to consider the placeother foreign languages have in languagepolicies.WeteachersofEnglishmightfeelveryhappybecausethis languagehasbeengivenmore attention in all education levels.Nonetheless, we cannotmake the mistake ofignoring the importance of other codes ofcommunication. If we defend diversity andtolerance, letus becoherentandrespectwhatotherdisciplines have beendoing.We cannotrefertobilingual programmes whenemphasisis placed onmonolingual education, thatis tosay, when we are givingmoreattentionto theEnglishlanguage,whenwearenotworkinghandinhandwiththeSpanisharea.AsAnne-MariedeMejastresses inanarticlepublishedthisyearintheColombianAppliedLinguistics J ournal, itisimportant to pay attention to the voices of

Colombianacademicswhoarewarningagaian exclusive concern with one languagepowerandprestige,howeverimportantit m

beontheinternationalstage.Amulticulturalamultilingual nation needs a language polwhichtakes into accounta globalised worldwellas ourlocalcomplexities.

In addition, I want to refer to the risks a todownpolicydevelopmentapproachmighthaSeveralconferencesandacademicpapershadocumented whysimilar projects to the onbeing created in our country have not besuccessful.Projects thatstartedinEuropeainothercontextssimilarto ours, withtop-doperspectives, withlittle orno attentiontowteachers thinkandfeel, havebeenreportedacademic publications.Letus learnfromotcountrieslessons.Ratherthanconsideringoonewayofthinkingandimplementinglanguapolicy, let us recognise different internatioperspectives andlocalexpertise.Recognisilocal expertise does notmean listening toworking onlywith thepeople who do whatsay or who agree with us. Recognising loexpertise means respecting and having tcouragetoadmittheviabilityofotherpeoplwaysofthinkinganddoingthings.This willsurcontributetostrongernetworking.

This is my invitation to project manageprogrammeadministrators, andtotheadviso

orrepresentativesoftheMinistryofEducatioLetus rememberthatopenness and strongschoolanduniversityparticipationareneedto guarantee success in English languateaching.

Let us remember that different voiceexperiences, and perspectives will surcontributetothediscussionoflanguagepolicandtotheso-calledbilingualismgoals.Inbrlet us keep in mind what Graddol says inlateststudy,EnglishNext:

There is no single way of teachiThere is no single way of teachiThere is no single way of teachiThere is no single way of teachiThere is no single way of teachiEnglish,English,English,English,English,

no single way of learning it,no single way of learning it,no single way of learning it,no single way of learning it,no single way of learning it,no single motive for doing so,no single motive for doing so,no single motive for doing so,no single motive for doing so,no single motive for doing so,

no single syllabus or textbook and,no single syllabus or textbook and,no single syllabus or textbook and,no single syllabus or textbook and,no single syllabus or textbook and,

indeed, no single variety of Englishindeed, no single variety of Englishindeed, no single variety of Englishindeed, no single variety of Englishindeed, no single variety of English

which provides the target of learningwhich provides the target of learningwhich provides the target of learningwhich provides the target of learningwhich provides the target of learning

Graddol,D. (2006).Englishnext. BritishCouncil,p.82.

Welcome to our 41st conference and let continueworkinghard forabettereducationColombia.


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external factors associated with economicagreements. Furthermore,thedecisionsatthislevelareusuallysupportedbyshowingstatisticsthatmeettheterms ofexternalagentsandthatmisleadtheattentionofpractitioners.Voicesofthose involved in educational practices in theColombian territory do not necessarilyconstituteanyinfluencefortheirdecisions.Onemaythinkthatlinguistics hasnocontributiontomake at this level. This is quite true for theColombiancase.Especiallyifoneseesthattherelevancethatconductingsociolinguisticstudieshas as the basis for policy making thatdetermines what language to teach in theeducational system and the role of differentlanguagesinthepoliticalandcommerciallifeofthe community and its contacts in the worldoutsideisoverlooked.Thisisanareaoflinguisticstudies knownaslanguageplanningthatseemstobeoflittlerelevanceattheColombianpoliticallevel.

At the linguistic and sociolinguistic level, themiddle level, the actors, according to Corder,areappliedlinguists.However,appliedlinguistsin the area of ELT in Colombia are almostnonexistent. Traditionally, knowledgeresultingfrom research done by well-known appliedlinguists such as Corder, Kaplan, Hymes,

among many others, has come from abroadfor the consumption and replication ofColombian teachers. This has marked atendencyto take foreign educational modelsfor granted. This has also served as ways ofvalidatingthedecisionsmadeatthelevelabove.Asanillustrationofthis,theMinistryofEducationthrough some representatives shows adeceivingacademicfaceofaninitiativethatdoesnot necessarily result from formal andsystematic educational research. Research,

The question who decides whatlanguage to teach and to whominspired me for this presentationbecause of its relation to thetopic of planning functions, orwhat from now on I will calldecision-making, in the ongoingBilingual Program in Colombia. Ialso intended to make my pointabout theneed of researchagendas that can be initiated byactors at all levels, but especially

by language teachers, in order toinform their decisions and tomake their voices (and throughtheir voices the voices ofthousands of students) be heardby those who represent all thelevels in the hierarchy ofplanning functions in thelanguage-teaching operation inColombia.

In relationto theabove, Corder indicates thatdecisions aremadeatvariouslevels.Theactorsand activitiesineachlevelcanbeinterpreted,bearinginmindtheColombiancase,asfollows:InColombia, theactors ata political level, thetoplevel,arerepresentatives of the MinistryofEducation; theyareexpectedtobeeducatorsor at least to have had some teachingexperience. They mandate what language toteachandtowhomtoteachthatlanguage.Thedecisions atthis levelareusuallyinfluencedby

then,becomesamandatoryactivityatthislevTherepresentatives oftheMinistryofEducatrepresenttheveryMinistrybutseldomdo th

representthe teachers inColombianschooSpreadingsomeinformationthatis mandatfromaboveis whatcharacterizes theirunwparticipation.

Contraryto this, Imusthighlighttheemergenof research agendas proposed by somColombian teachers as a valid atransformativealternativefortheworkofforeappliedlinguists.Forinstance,aninitialemphaontheinstrumentalandinstructionaldimensioof those research agendas is perceivedprojects of curriculum, syllabus or materidesign reported in theses or monographsteacher education programs in Colombi

universities. This initial emphasis has evolvfrominstrumentaltocriticalsinceonenowsethat research projects consider social aculturalissues exploredineducationalsettinthrough the implementation of instructioproposals. This sensitivity to the social acultural life of educational communitiesColombia is also appreciated in publicatioprepared by Colombian teacher researchforColombianeducators.

The third level at which decisions are maaboutlanguageteaching,thelowestlevel,istof the classroom. The contribution herepsychological, and is concerned with hopeoplelearnlanguages otherthantheirnatones.Butmanyotherconsiderationsplayapageneralpedagogicalprinciplesconcernedwmotivation,attitudes,intelligenceandpersona

Thesearelargelynon-linguistic,andarejustimportantintheteachingofothersubjects astheteachingoflanguages.Traditionally,teachehave been regarded as those in chargemakingdecisions aboutinstructionalactivitandmaterialswiththesupervisionofspeciali(i.e.appliedlinguists).Fortunately,therearewatoshowthatthereareColombianteacherswhave started to go beyond what is mereinstructional.Theyseeinstructionnotas askbasedendbutas themeans throughwhichthcanmakesenseofphenomenathatconstitlife issues. Those teachers, or better calleteacherresearchers,aretheoneswhocanmoup to a second level. They account for thpractices frominsidethesamepractices.

Turning to a critical view of the GovernmeninitiativeofimplementingabilingualprogramColombia, letus firstseethefacts:Thisinitiatis politicallyandeconomicallyoriented.Itis

PLENARY ----- At the 41st ASOCOPI Annual Conference

The Place of LanguageTeachers Decision Makingin the Hierarchy of Planning Functions in theLanguage-Teaching Operation

lvaro Quintero Polo,M.A.- Universidad DistritalFrancisco J osdeCaldas


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related to the concepts of productivity and competitiveness. It lacks asociolinguistframework.Therearenoequalconditionsforthedevelopmentofamothertongue.Theinstitutionsthatleadthebilingualprogramtookas

referencethe CommonEuropeanFrameworkfromwhich theyonlyusethelevelsofproficiencyforthediagnosticandplanof actions. Thevoicesofteachershavenotbeenconsideredinthedesignof theinitiative.Eventhoughpublicuniversitieswereinitiallycalledtoformpartofthefoundinggroup, the lack of academic discussion caused withdrawal of someuniversityrepresentatives.Theroleoftheuniversitiesineducatinglanguageteachers has not been fully taken into account. The professionaldevelopmentcomponentis limited onlyto aninstructionaltraining thatlacks a reflective dimension. The initiative hasspread fromBogot andCundinamarca to other regions in Colombia. Directive and instructive,rather than participatory, is the attitude of the Government and itsrepresentatives.

Thesefacts makemethinkthatitis mandatorytoassigna centralroletotheColombianuniversitiesas institutionsthatgenerateknowledge. The

knowledgeoriginated inuniversitiestakestheshapeofpublicationsthatcan serve as reference fordifferentactivities atwhatever level. Onlytomentionafewindexedpublications intheELTareaarethefollowing:

- PROFILE oftheUniversidadNacional

- IKALA oftheUniversidad deAntioquia

- FOLIOS oftheUniversidad PedaggicaNacional

- LENGUAJE oftheUniversidaddelValle

- COLOMBAIN APPLIED LINGUISTICS J OURNAL (CALJ ) of theUniversidad DistritalFrancisco J osdeCaldas.

Additionally,theGovernmentsinitiativeneedstoconsiderboththecausesandconsequencesofresearchprocessesthatenlightendecision-making

atall levels. About this, I canpointout theexpertise and willingness ofteacherresearchers who aremembersofofficiallyrecognized researchgroups toconductresearchonaspects thatcanaddtothedevelopmentof an understanding of language as a social phenomenon, bilingualeducationas anactivitythatgoesbeyondlanguageasapurpose.Amongtheresearchgroups inuniversities I canmentionthefollowing:

- EALE oftheUniversidaddeAntioquia

- LECTOESCRINAUTASoftheUniversidadDistrital

- ENGLISHDIDACTICSANDTECHNOLOGY oftheUniversidadDistrital

- PROFILE oftheUniversidadNacional

- HYPERMEDIA, EVALUATION, AND ENGLISH LEARNING of theUniversidadPedaggicaNacional

In relation to decision-making, language planning (LP) appears assomething necessarybutusuallyoverlookedbypolicymakers. LP as alinguistic discipline contributes tomaking decisions aboutlanguage. Itacts topreserve,protect,orimprovethelanguagestatus inacommunity.Itcultivates languageas asocialresource.Therearetwo orientationsinLP: namely, a descriptive one and a prescriptive one. These twoorientations determine language views. The descriptive orientationconsiders language as a tool and language as a cultural means. Thenormativeorprescriptiveorientationrelates totheviewof languageas a

problem,languageasarightandlanguageasaresource.Theimplicatioof these orientations for practice are that language as a problemsomethingthatneeds tobeeliminatedthroughinstruction.Languagea

rightrelatestotheefforts tosupportthestudentsculturalidentity.Languaasaresourcehas todowithstrategies to revalue, fosteranddeveloptmothertongueforthebenefitof everyone ina community. Thesevierelatetotheunderstandingofthedistinctionbetweenbilingualdevelopmand bilingual education. Consequently, the idea that the MinistryEducationpromotes as regards therelationbetweennumberofhoursinstructionandlevelofproficiencycanbedebated.

Concludingthissummary, Icanonlysaythatteachers asresearchersctake the place of applied linguists, middle level, as contributors to twholelanguageteachingoperationinColombia.OurColombianlanguaeducationrealityneeds acooperativeandparticipatoryframework. Tis notthe same as merelyan informative tendency. As analternativethis,Iproposeencouragingresearchbyteachersasopposedtoreseaonteachersresearchthatbridges theories ofcriticalpedagogiesw

actualclassroompractices.


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In a world where change isinevitable it is important to

understand and absorb informationquickly and to think logically andcreatively. Accelerated LearningProgrammes around the world aresuggesting new ways of helpingchildren, teenagers and adults tolearn quicker and easier at school orat work. Based on research, wesuggest simple ways to accelerateyour students learning process andprovide them with the stimulationthey need. Specifically, we can

mention the following points withregards to Accelerated learning inthe context of foreign languagelearning.

PLENARY

How Can We Accelerate our

Students Learning? The Origins ofThe Accelerated Learning Methodand its Implications for Elt.


CostasPexos - MMPublications

- Thelearningenvironment(classroom)Aesthetic appeal / Use of colour /

Temperature / Seating / Music / Bodylanguage

- Mnemonics- Over-stimulation- Pattern spotting and learning in broad

strokes- Theoryofmultipleintelligencesapplication- Objectivesetting

Comparison of Traditional Learningvs.Accelerated Learning

A comparison between some of thecharacteristics of Traditional LearningandALrevealsthefollowingdifferences.

These characteristics are points on acontinuum and should not beinterpretedas polaropposites.

TTTTTraditional Learningraditional Learningraditional Learningraditional Learningraditional Learning Accelerated LearningAccelerated LearningAccelerated LearningAccelerated LearningAccelerated Learning

Rigid Flexible

Sombre &serious J oyful

Single-pathed Multi-pathed

Means-centered Ends-centered

Competitive Collaborative

Behaviorist HumanisticVerbal Multi-sensory

Controlling Nurturing (taking care of sb)

Materials-centered Activity-centered

Mental(cognitive) Mental/emotional/physical

Time-based Results-based

DaveMeier

TheAcceleratedLearningHandbook.McGrawHill.2000.

HOWJOURNAL

HOWJ ournal is receiving papersforits 2007issue.

DeadlineApril 14, 2007.

Guidelines at: www.asocopi.org/Publications.html

Upcoming

EventsApril 26-28, 2007April 26-28, 2007April 26-28, 2007April 26-28, 2007April 26-28, 2007

10th National ELT ConferenceInformation Technology and ELTUniversidaddelaSabana, Bogot.

www.britishcouncil.org/colombiaeltconference.htm

May 4-5, 2007May 4-5, 2007May 4-5, 2007May 4-5, 2007May 4-5, 2007

15thAnnualELTConferenceandBookFair Teachers or English LanguageProfessionals? Centro CulturaColombo Americano, Cali.

[email protected]

10ASOCOPINewsletter


11/16

The gap in education is often to be found in what isexpected of a course and what is ultimatelydelivered. These expectations basically come fromthree sources: student, state and parents. On the

surface all three seem to agree with what they expectfrom foreign language instruction: that learnersbecome competent in the target language.

Oncloserinspection, however, gapsdostarttoappear. Thestate,either deliberatelyor not, tends to force teachers into an exam-based mentality that can override all other goals. Parents alsobecomeresultorientatedastheyhavenoothermeasurebywhichto judge their childrens progress. Children find that languagelearning becomes anexercise in memorisationand testing thatbecomes highly negative and results in little in terms of

communicative language skills. It goes without saying that allconcernedparties mustultimatelybecateredfor, and,thankfully,these days thereis considerablehelparound.

What the speaker intends to do during the lecture is firstly, tooutline contemporarycognitive learning theories which, basedon neurological research, aim to bring teaching more into linewiththewaythatthebrainnaturallyfunctions. Theargumentthatwillbemadehereis thatthemoreteaching practices reflectthewaylearners thinkand learnthemore positive and effective thelearning experience will be. Atthe same time, itis onlylogical toassumethatifourteaching practices aremoreeffectivetheywillultimatelyleadtosatisfactoryexaminationresults. Thus thegapis bridged between expectation and implementation.

The speaker is highlysensitive to the realities of the classroom(class sizes, teaching hours,etc.)and believes itis anessentialpart of her presentation to demonstrate how sound theorybecomes sound practice.Usingherexperienceasbothteacherand author, she will discuss how these theories have affectedcontemporarycourse designand howthis designwillshapetheformof thelesson. Tasktypes will be analysed both interms ofhow theycompareto theoryand how theyaid inthedayto daybusiness ofcreatingcompetentColombianspeakers ofEnglish.

PLENARY ----- Atthe 41st ASOCOPI Annual Conference

Brain Based Learningin an EFL Context

J ennyDooley- Express Publishing


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12ASOCOPINewsletter

In effective language classrooms,students must gain anunderstandingof what to do andhow to do it. Then they needlots of practice to make theirlearning and responsesautomatic. These goals are bestmet when educators usecooperative learning.

Cooperative Learning is when studentsworktogetherto helpeachotherlearnandachieve mutual goals. However, not allgroups arecooperativegroups. It is uptotheeducators incharge oftheclassroomto make sure that the groups inthe classarecooperativegroups.

Instarting students out, keep your useofcooperative learning simple. Use itdailyin the classroom as frequent bursts of

activitiesthatare too shortforstudents toget off task and that will give them theunderstanding and practice they need.Havepartnersworkinclassdailytocheckfor understanding, vocabulary learning,conversation practice or sentences/paragraphtranslation. Remind themthattheirjob istomakesuretheirpartnerlearns.When students are good at learningtogether inclass, then youcanventure tomore complexcooperative activities, butplan such activities carefully and includeallfiveessentialelements.

Hereis someadviceforgetting started.

1. Keep group size small: 2 or 3 membersare most effective and efficient. Smallergroups are more likelyto stayon taskandtake less time to achieve most tasks. Intwosorthrees,nooneis leftoutandstudentsgetamoreintensivelearningexperience.

2. Prepare students to work in cooperativegroups. Explain to students why you are

using cooperative learning, do a shcooperativelearningactivity,thenhavethexplainhowitcanhelp themlearn. Initia

usethegroupsforshortget-acquaintedareviewactivitiestobuildsuccess.

3. TeachstudentsappropriateinteractionskJ ust because students have workedgroups beforedoesntmeanthattheyknhowto be effective group members. Astudents to contribute to a class listappropriategroup behaviors. Displayacontinually remind students to use theExamples: stay on task, contribute idehelp others learn, encourage everyoneparticipate, listenwith care, showrespforothers.

4. DontletstudentschoosetheirowngrouWe would all choose our friends to wwithifgiventhechoice- itssafer. Howevfriends mayhurry through the workoroff-task. Studentsneedtheskills ofworkwithmanydifferenttypesofpeople. Tohthemdeveloppositiveworkingrelationshwith all class members, randomly assthem to groups. Change groups ofenough so no-one gets stuck for loperiodswithadifficultclass member.

5. Give students consistent practicecooperative learning. Use cooperatlearninginsomewayin everyclass peri

This willhelpthemdevelopcooperativeskandreinforcecooperativehabits. Ifnothelse,havethemsharewhattheylearnedwtheirpartner.

6. Start small and build. Initial cooperatlearning activities should be frequent ashort(2-7minutes),withcleargoalsthataccomplished quickly in class. You thlisten, give feedback, and add additioinstruction. Key: theyarentdoneuntilthpartnerknowsandcanexplainthematerDont progress to longer and mosignificantassignments until studentssuccessfulwith the smallerones and th

continuallyemphasizethegoal:learningallmembers.

7. Aclearlearninggoal. Studentsneedacllearning goal so they candetermine bgroup and individual learning succeExample: You are finished when evemember in your group can explain tanswers and/orpass a quiz.

8. Buildaclassroomlearningcommunity. Tis apowerfultool inhelpingstudentslea

UsingCooperativeLearningEffectively inESL Classrooms

PLENARY - At the 41st ASOCOPI Annual Conference

EdytheJ ohnsonHolubec,DavidW. J ohnson, and RogerT. J ohnsonTheCooperativeLearning Center, Universityof Minnesota

Minneapolis, MN 55455,www.co-operation.org


13/16


14/16

14ASOCOPINewsletter

In this presentation, I intend toconnect present policydevelopments and intervention ineducational reforms underway inColombia with globalizingprocesses. Drawing on researchcarried out in Armenia, Quindo,I will comment on some of thefindings of this research study asa backdrop to the analysis of ELTin Colombia, hoping to provide

points for reflection on ELTpedagogical practices in publicschools and recent developmentsin bilingismo.

As a result of globalization processes,English has become the global language,a phenomenon regarded by many as aninevitable consequence of globalizationand global capitalism. As Graddol(2006:10) notes, more people than everbefore want to learn English. In order to

analyzeoftheroleofEnglishin a globalizedworld, it is necessary to look at thehegemonic position of English in tandemwith ELT, as the latter has been the vehiclefor the promotion of English worldwide.

Although discourses about the spread ofEnglish in many parts of the world haveoften embodied a positive image ofEnglish; in the 1960s, the spread of theEnglish language started to be questioned

on moral terms. Critical work on thespreadof English (Smith, 1984; Phillipson, 1992;Pennycook, 1994; Brutt-Griffler, 2002,among others) has focused also on ethicaland political concerns. The constructionof these discourses is also relevant toteacher education practice of ELT, as theprofession is seen as a discipline with acentral concern with psycholinguisticabstractions, instead of addressing thesocial, cultural or political contexts ofeducation (Pennycook, 1994: 142).

The pervasive discourse about

bilinguismo in Colombia clearly showsthe effects of globalization. Due to globaltrends and structural and educationalreforms, a remarkable number ofgovernments talk not only about the needto learn a foreign language but of anambition to make their country bilingual(Graddol 2006: 89). The governmentproject, Programa Nacional deBilingismo, focuses on the need to formbilingual individuals in 10 years; however,in this context there is not a clearunderstanding about what bilingismo

means. As Rey de Castro and Garca havenoted, there is no consensus as to whatisprecisely meant by the term bilingualism[in Colombia]most people take it tomean proficiency in the use of the foreignlanguage (1997: 5 cited in de Meja, 2004:388). Bilingismo is then primarilyunderstood as Spanish with English, orEnglish only; in addition, in thegovernment program, Spanish seems tobe taken for granted, and there is no

promotion of multilingualism, underminithe development of other elbilingualisms, or the languages of nati

communities.The dominant discourse abobilingualism (with English) is articulatin the public school context too, thoumany students feel that success in Englilanguage learning is only achieved outsithe realm of the public school (ValencGiraldo, 2005). The ideas that teachehave about the possibility of learniEnglish in public school contexts apessimistic. There are few resources adifficult working conditions, and the wteachers position the learners also has

directeffect on the attitude of the studenA recent case study carried out in twsecondary public schools in ArmenQuindio, set out to explore bilinguclassroom interaction between teacheand learners intwo Englishclasses ineaschool. The study is a critical analysispolicy and educational reforms whelanguage was a central issue. connection with the latter, the study allooked into the pervasive discoursesColombia about investing in English athe impact of globalization.

Reforms in the educational system Colombia have generally responded international tendencies; however, the laof coherent policy and foreign languaprovision in the public sector has led theriseand success ofprivate schools ainstitutes, increasing in this way the divibetween public and private educatioacting as a form of exclusion for the leprivileged and placing students in pubinstitutions at a different level in termseconomic opportunities and access higher education.

The findings in this study show thglobalisationpressures, and the increasiemphasis on the necessity to knoEnglish has, in the end, had little impaon the people in the lower economsectors of Colombian society as they nothave access to thesame privileges aopportunities that those in the middle aupper sectors have. Furthermoglobalisation trends and pressures do n


Implicationsof Bilingismo andGlobalization Processes in Colombia:

Insights from Research onELT Policy And Practice

SilviaValencia Giraldo,Ph.D.- UniversidaddelQuindo


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15ASOCOPINewslett

seemto havea directeffecton the teachingpractices in public schools in Colombia.Previous research has demonstrated how,

despite language policy reforms,traditional pedagogical orientations in ELT(e.g. grammar translation) still prevail. Thisobservation has been confirmed in thisstudy.

Teachers and learners in public schools areaware of the discourses about bilingualismthat circulate in contemporary Colombiansociety; however, for those who tryto investin the acquisition of Spanish-Englishbilingualism as part of their public schooleducation, there are clearly no tangibleoutcomes. The analysis of the classroom

interaction data in this study shows howtraditional institutionalised pedagogicalpractices remain embedded in theseschools. Teachers such as the two I havefocused on in this study fall back on theirown beliefs and personal experiences tocomply with the demands of the syllabusand the curriculum(ValenciaGiraldo, 2006).

Some of the texts used by the teachers inthese schools were global in nature (i.e.North American publications with a clearcultural orientation to North Americanmiddle-class values and wayof life); others

were re-designed as teachers localizedtexts to make them more familiar to thestudents. Thus, the selection, constructionand use of texts did not only reflect globalpressures; textual and pedagogicalpractices were more complex (Ibid).

From this research study, it can be saidthat a critical approach to education ingeneral and specifically to ELT policyneeds to be adopted. ELT practices in theColombian context certainly need to beviewed in a different way. There is apressing need for reflection on ELT

pedagogy and school culture in order toadapt to the new realities teachers mustface inschools.The apathyof students andtheir lack of interest in learning ininstitutional contexts need to be dealt with.

The contradictions implicit in currentdiscourses on investment in Englishshould be debated, given the intenseinterest in bilingualism in Colombia. Theexperience of schools and teachers needs

to be accounted for. Open discussion isnecessary, and channels of communication need to be strengthened

with local and national educationauthorities.

Teachers in particular need to be critical ofthe discourses of investing in English andalso need to be aware of themisconceptions and promises ofbilingualism as it is understood by thosewho promote it. Nevertheless, thesedevelopments offer, as De Meja states,interesting opportunities for researchitmay be said that elite bilingual educationhas moved frombeing a priority of minoritygroups to a national educational concern

(2002: 181). English teachers, therefore,must assume a critical role regarding theirprofession, the discourse of bilingismoand the promises inherent in thisdiscourse. Universities have an importantrole to play in this respect. The GeneralLaw of Education (MEN, 1994) advocatesa critical reflection and a morepredominant role in the type of supportthey can provide for in-service teachereducation.

On the other hand, teachers in primaryschools are extremely concerned about

teaching in a foreign language withoutadequate preparation of materials.Although the introduction of a secondlanguage in primary school is part of thepresent discourse, it is not clear whichactions have been taken. There does notseem to exist adequate funding for theProgama Nacional de Bilingismo.Besides, the possibility of applying theCommon European Framework as areferent for measuring the proficiency ofteachers and learners is seen as a threatby many. As Melba Libia Cardenas hasnoted, [m]ost of the logical considerationsof the Framework- and other foreignframeworks- need to be approached withhealthy academic analysisteachers stillhave limited proficiency in the foreignlanguage, materials are expensive forstudents and teachers, and there is limitedaccess to personal growth andprofessional developmentopportunities forteachers (ASOCOPI Newsletter, 2005).

In conclusion, the current discourse investment in English must be analyzcritically to determine who, in realit

benefits from the promotion of bilingualis(Heller and Martin-J ones, 2001). Itimportant to discuss how English mfunction as a barrier for those people wdo not acquire the basic skills in tlanguage (English), even after havistudied it through secondary schools aeven throughout both primary asecondary school. In an excluding socielike ours, some social groups may excluded with few possibilities of enjoyinbenefiting from the fruits of globalizatio

ReferencesReferencesReferencesReferencesReferences

ASOCOPI Newsletter. April, 2005.

Brutt-Griffler. J . (2002) World English. ClevedMultilingualMatters.

Graddol, D. (2006). English Next.British Council.

Heller, M. andMartin-J ones, M. (eds.) (2001)VoicesAuthority. Westport: Ablex Publishing.

Meja,A.M.de(2002).Power,PrestigeandBilingualisClevedon: Multilingual Matters.

Meja,A.M.de(2004)Bilingual educationinColomTowards anintegrated perpective. Bilingual EducatandBilingualism.7, No. 5.

Ministeriode EducacinNacional. (1994)LeyGenede Educacin. Santa F de Bogot. Editorial MEN

Pennycook, A. (1994). The Cultural Politics of Eng

as anInternationalLanguage.London:Longman.Smith,O. (1984)ThePoliticsofLanguage(1791-181Oxford: Clarendon Press.

Phillipson, R. (1992) Linguistic Imperialism. OxfoOxford University Press.

Valencia Giraldo (2005). Bilingualism and EnglanguageteachinginColombia:A criticaloutlook. PapresentedatPrimerasJ ornadasdeTraduccinyLengModernas: Universidad del Quindo 45aos. Octu6-7. Universidad del Quindo.

ValenciaGiraldo(2006).ColombianAppliedLinguistJ ournal. Number 8,September.

This issue o f ASOCOPI newsletter

is sponsored by

www.britishcouncil.org/colombia


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Pearson Educacin de Colombia Ltda.Pearson Educacin de Colombia Ltda.Pearson Educacin de Colombia Ltda.Pearson Educacin de Colombia Ltda.Pearson Educacin de Colombia Ltda.ngelaAndrade,GerenteDivisinELT/SchoolCarrera 65B No. 14-32 - Tel:2607381-Fax: [email protected]@pearsoned.comwww.pearsoneducacion.net- www.longman.com

Thomson Learning de Colombia S.A.Thomson Learning de Colombia S.A.Thomson Learning de Colombia S.A.Thomson Learning de Colombia S.A.Thomson Learning de Colombia S.A.Nadia ReinaM.ELT Manager- AndeanPactCra. 90No.17B-39Bodega27SectorHayuelos. BogotD.C., ColombiaPbx:+57(1)2922040ext.110elt@thomsonlearning.com.cowww.thomsonlearning.com.mx- www.heinle.com

Cambridge University Press ColombiaCambridge University Press ColombiaCambridge University Press ColombiaCambridge University Press ColombiaCambridge University Press ColombiaRicardoRomero M.Transversal 29#139A- 65y/o33Tel:6490625- Fax: 6490626/[email protected] - www.cambridge.org

Books & BooksBooks & BooksBooks & BooksBooks & BooksBooks & BooksSorayaCortsCalle140N 31A - 05. Bogot

Tel:+57(1) 6333300Ext. 123- Fax+57(1) [email protected] - www.ellis.com

Mr Books - Oxford University PressMr Books - Oxford University PressMr Books - Oxford University PressMr Books - Oxford University PressMr Books - Oxford University PressIgnacioMejia, ClaudiaMejiaCarrera18B No. 108-05- Tels.: 6129596- FAX [email protected]@mrbooks.com.co [email protected]

Macmillan / Distribuidor: Editorial Educativa Ltda.Macmillan / Distribuidor: Editorial Educativa Ltda.Macmillan / Distribuidor: Editorial Educativa Ltda.Macmillan / Distribuidor: Editorial Educativa Ltda.Macmillan / Distribuidor: Editorial Educativa Ltda.lvaro Toledo,LuisFelipeToledo

Calle 36N. 22- 33. BogotTel(s): 3383110/ 2875184- Fax: [email protected] - www.editorialeducativa.com.co

The Anglo Publishing HouseThe Anglo Publishing HouseThe Anglo Publishing HouseThe Anglo Publishing HouseThe Anglo Publishing HouseJ uanCarlos Gmez, FitzroyKennedyCalle79No.14-30.BogotTels: +57(1) 621-6721, 6160675- Fax+57(1)[email protected] www.anglopublishing.comwww.mmpi.co.uk- www.expresspublishing.co.uk

Richmond Grupo SantillanaRichmond Grupo SantillanaRichmond Grupo SantillanaRichmond Grupo SantillanaRichmond Grupo SantillanaMariaVidaliaMrquez, AngelicaPinznCalle80# 10-23. Bogot - Tel:[email protected] - www.santillana.com.co

McGraw-Hill Interamericana S.AMcGraw-Hill Interamericana S.AMcGraw-Hill Interamericana S.AMcGraw-Hill Interamericana S.AMcGraw-Hill Interamericana S.A

CarlosEduardo Bermdez, GerenteComercialCarrera11#93-46Of.301. BogotTel:6003854- Fax: [email protected]

Houghton MifflinHoughton MifflinHoughton MifflinHoughton MifflinHoughton MifflinLuzAngelaUmaaCalle46No. 40-11. Bogot - Tel:2212454- Tel-fax: [email protected] www.hmco.com

Grupo Editorial Norma - Greenwich ELGrupo Editorial Norma - Greenwich ELGrupo Editorial Norma - Greenwich ELGrupo Editorial Norma - Greenwich ELGrupo Editorial Norma - Greenwich ELTTTTTOscarLaiton, AnaMaraRojasCalle95No.33-44.BogotTel:4106355Ext1702- [email protected] www.normatextos.comwww.greenwich-elt.com

VIF ProgramVIF ProgramVIF ProgramVIF ProgramVIF ProgramJ enniferMcInnisWigginsPO Box3566Chapel Hill,NC 27515 3566U.S.Tel:919-967-5144 Fax: [email protected] www.vifprogram.com

English Language ServicesEnglish Language ServicesEnglish Language ServicesEnglish Language ServicesEnglish Language ServicesNidiaSnchez

Av. 19No. 122-49Local39BogotTel:4814901 Fax: [email protected]

ELTDIRECTORY

42nd ASOCOPI Annual ConferenceOctober 11 - 14, 2007

Universidad de Caldas, Manizales

Documents

Asocopi Newsletter March 2007